Abstract

The interactional theory describes the child’s development as a result of child-environment interaction. The purpose of this study was to examine the influence of child-teacher relationship to academic achievement and self-esteem of children with ADHD. A total of 200 children in seven primary schools for special education and their teachers participated in this study. To examine the quality of child-teacher relationship and the self-esteem, children completed two questionnaires: Vragenlijst Interactioneel Leraarsgedrag (VIL) and a short version of Competentie belevingsschaal voor Kinderen (CBSK). Teachers noticed the degree of ADHD characteristics by completing one questionnaire (Sociaal-Emotionele Vragenlijst (SEV). Sociaal-Emotionele Vragenlijst (SEV). The statistical procedures did show a significant negative effect of ADHD on academic achievement, while child-teacher relationship and self-esteem had no significant effect. ADHD had no significant effect on self-esteem, but in combination with the child-teacher relationship, some significant positive and negative effects were found. Findings suggest an important influence of teacher’s behaviour on self-esteem of children with ADHD